| Title: |
Faculty Perceptions of and Engagement with SoTL during the Fourth Wave: A 12-Year Replication |
| Language: |
English |
| Authors: |
Jared W. Keeley; Sharon Lanning; Kim Case |
| Source: |
Journal of the Scholarship of Teaching and Learning. 2025 25(3). |
| Availability: |
Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Teacher Attitudes; Scholarship; College Instruction; Learning; Definitions; Educational Research; Replication (Evaluation); Faculty Evaluation; College Faculty; Faculty Promotion; Tenure; Nontenured Faculty; Faculty Publishing; Adjunct Faculty |
| ISSN: |
1527-9316 |
| Abstract: |
More than three decades post-Boyer (1990), perceptions persist of the scholarship of teaching and learning (SoTL) as devalued compared to discipline-based research and not rewarded in faculty merit reviews and promotion (Chen, 2015; Gurung et al., 2008; Lanning et al., 2014). Over the past 12 years, a period of time Webb (2020) described as SoTL's fourth wave, SoTL expanded through increased institutionalization and professionalization. Our study replicates and expands the Secret et al. (2011) investigation of faculty perceptions within the same research-intensive institution. Secret et al. (2011) and the current study provide pre and post fourth wave checkpoints to assess faculty definitions of SoTL, direct engagement with SoTL, and what activities should count in formal faculty evaluation (merit raises, awards, promotion). Current findings indicate early career faculty include more activities in their definition of SoTL. Some disciplinary differences in the definition of SoTL were revealed along with lack of clarity on whether SoTL counts as teaching or research. Faculty viewed SoTL as more likely to contribute to annual review and promotion to associate professor, but less valued for tenure, promotion to full professor, and awards. Faculty named lack of time, funding, and collaborators as barriers to SoTL. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1487193 |
| Database: |
ERIC |